本個案研究旨在探究問題導向學習(Problem-Based Learning, PBL)如何融入飛翔國小高年級的主題跨領域課程，並分析其發展歷程、實施過程中遭遇的困境與對應策略，以及學生自我決定動機的轉變情形。研究者為教學者，研究對象為飛翔國小高年級學生，資料蒐集包含質性與量化資料，量化部分以自我決定動機量表與學習評量數據為依據，質性部分則包含課堂觀察、教師訪談、學習單、學生作品與省思札記等。
　　研究結果歸納如下：第一，課程以激發學生學習動機為設計核心，結合學生生活經驗與真實問題情境，提升學習興趣與課程參與。第二，透過食農教育計畫挹注資源，教師得以深化原有課程並融入多元領域，展現課程創新與整合。第三，課程實施歷程中教師持續進行滾動式修正，導入生成式AI等數位工具以回應學習需求與時代變遷。第四，課程實施過程中雖面臨技術操作、資源限制與時間安排等挑戰，教師能透過課程彈性、資源整合與持續溝通，轉化困境為教學契機，並凝聚家長與同儕支持。第五，學生在PBL課程中，自主性、勝任感與歸屬感皆有顯著提升，展現主動規劃、解決問題與合作互動的能力，學習動機與學習成果逐漸穩定成長，轉化為主體性學習者與知識創造者。
　　最後，研究者針對小學教師、學校行政單位與未來研究方向，提出實務與理論上的建議，期望作為推動素養導向課程與跨領域教學之參考依據。

This research aimed to explore how Problem-Based Learning (PBL) can be integrated into the interdisciplinary curriculum of upper-grade students at Fei-Shiang Elementary School. The study focused on the development process, implementation challenges, and the changes in students’ self-determined motivation. The researcher served as the instructor, and the participants were upper-grade students at Fei-Shiang Elementary School. Both qualitative and quantitative data were collected. Quantitative data included a self-determination motivation scale and academic performance records, while qualitative data were gathered from classroom observations, teacher interviews, student worksheets, learning artifacts, and reflective journals.
　　The main findings of the study are as follows: First, the curriculum was designed with the goal of enhancing students’ intrinsic motivation by connecting learning content with real-life experiences and authentic problems, which effectively improved student engagement and participation. Second, through the support of the Ministry of Education’s Food and Agriculture Education Program, teachers extended and innovated the existing school curriculum by integrating multiple disciplines such as aesthetics, technology, humanities, and language. Third, the curriculum was continuously refined based on student feedback and classroom realities, incorporating tools like generative AI to address contemporary learning needs. Fourth, although challenges such as technical issues, limited resources, and scheduling conflicts emerged during implementation, teachers responded flexibly by adjusting plans, integrating internal and external resources, and maintaining open communication with colleagues and parents to build support. Fifth, students showed significant improvement in autonomy, competence, and relatedness. They actively planned, solved problems, collaborated with peers, and gradually transitioned from passive learners to proactive knowledge creators, reflecting growth in both motivation and learning outcomes.
　　Based on these findings, this study offers practical and theoretical recommendations for elementary school teachers, school administrators, and future researchers, particularly in implementing competence-oriented and interdisciplinary curriculum practices.